Tool 2: Using Performance Expectations to plan classroom assessments
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In Tool 2, teachers start to plan the assessment and evidence of learning for their unit. Using a backwards design approach (where teachers think about the assessment before the instruction) teachers take performance expectations from the NGSS and develop evidence of learning specifications, which describe what qualifies as evidence for students’ proficiency. Teachers go on to develop the instruction in Tools 3 and 4 and then revisit their evidence of learning specifications in Tool 5 when they design an assessment task. While this is not true “backwards design,” teachers are thinking about what qualifies as evidence at the end of instruction before formalizing the instruction.